Week Two

Q: What science ideas did you learn?
A: This week we continued to learn about living and non-living. We decided that we needed two more categories, dead and dormant. Dormant means that it has almost all characteristics of life and eventually will. Dead means that it once had all characteristics. Another thing we learned was about the difference in hypothesis and prediction. We made this chart:
HYPOTHESIS
– a guess based on observation
– a statement based on evidence
– general
PREDICTION
– what’s going to happen next (maybe)
– based on hypothesis (needed)
– based on experiment
– specific
We also started "investagating" about if there is an outbreak at Truman School. These are the six things were looking for:
1. Observation
2. Hypothesis
3. Testing Experiment
4. Evidnece Collected
5. Analysis and Explanation of Evidence
6. Next Questions
We also made a few hypothesis about why and how they got sick.
+ spendidng time together--> band lessons
+ cold; not outbreak
+ allergies caused problem based on stuff left behind on equipment
+ sharing mouthpiece
+ clean out spit which lands on people
+ fever based virus
+ weather
Q: How did you learn these ideas?
A: We learned these by questioning if there is another category needed. We found out that it is easier to identify objects with more categories. To find out if it is an outbreak of the flu, Mr. Segen asked the principal for records of absent students.
Q: Why is it important to know this idea (What real world application is there)?
A: It's important to know this because it helps us figure out if items are living or non-living. Knowing the difference between hypothesis and prediction also helps us in experiments in the future. Thanks to Mr. Segen, the information he gave us will help us figure out whether or not there ids the flu in Truman School. These ideas can be used if there was ever an outbreak of the flu in New Providence Middle School.

Week One

Q: What science ideas did you learn?
A: The science ideas I learned this week were about germs and how they spread. I also learned the difference between living and non-living things. Another thing I learned was the differences between viruses, bacteria, and parasites.
Q: How did you learn these ideas?
A: We learned about germs and how they spread by having one person in the class have contaminated water. We would then go around and "trade" water in a test tube. While we were doing this we had to keep track of who we switched with. After about ten minutes, we got a fluid that would turn our fluid a specific color. If it turned red then we would be contaminated with the disease but if it turned green then we would be "healthy". We all then tried to trace back to the person who started the disease.
When we learned about living and non-living things, we made a list of what it takes to be living. Some things were must reproduce, need energy, and must develop/grow.
The differences between viruses, bacteria and parasites is also what we learned. We learned this by writing a list of the characteristics for each of the germ types.
Q: Why is it important to know this idea (What real world application is there)?
A: It is important to know this because it can make us more cautious about sickness. Knowing the difference between living and non-living can also help us determine if all germs are living or non-living.